Teachers’ Familiarity with the Language – In – Education Policy: Implications for Translanguaging in Namibian Early Grade Classrooms

Namibia’s Language-in-Education Policy (LiEP) aims to promote multilingualism and improve learning outcomes by utilizing indigenous languages in the early grades. However, its effective implementation hinges on teachers’ understanding and acceptance of the policy. This paper examines the extent to which Namibian early grade teachers are familiar with the LiEP, and explores the implications of their knowledge (or lack thereof) for the successful integration of translanguaging pedagogies. Underpinned by the Interdependence Hypothesis and Translanguaging theory, through a qualitative case study research design, the study employed semi-structured interviews with teachers and HODs from selected multilingual schools in the Zambezi Region of Namibia. The findings reveal that while most teachers expressed awareness of the policy’s existence and its stated goals, they were not familiar with the translanguaging concept. The paper argues that while the LiEP intends to foster multilingualism, a gap exists between policy intentions and teachers’ understanding and implementation. Gaps in teacher knowledge of the LiEP and translanguaging practices could lead to inconsistent application, resistance, and a failure to leverage the linguistic resources of learners. This disconnect hinders the effective utilisation of translanguaging, potentially impacting learners’ access to quality education. This paper concludes with recommendations for strengthening teacher education and professional development programs, resource development, policy revision and evaluation and ongoing support to promote and ensure greater awareness and effective implementation of the LiEP, paving the way for successful translanguaging practices in Namibian early grade classrooms.